Compiled by I Gede Purnawinadi

Faculty of Nursing, Universitas Klabat

Authors/Editors: Nettina, Sandra M.; Mills, Elizabeth Jacqueline Title: Lippincott Manual of Nursing Practice, 8th Edition Copyright ©2006 Lippincott Williams & Wilkins

Real Fact

HIV/AIDS, Schools and Education A Global Strategy Framework

Prepared by the UNAIDS Inter-Agency Working Group on HIV/AIDS, Schools and Education

Europe 80,000 / 140,000

North Africa & Middle East 15,000 / 28,000

Sub-Saharan Africa 5,3000,000 / 2,600,000

Central Asia <5,000 / <5,000

East/South Asia & Pacific 880,000 / 660,000

Americas 200,000 / 440,000

Global Total: 10.3 Million Young People

(15-24 year olds estimated to be living with HIV/AIDS end of 1999)

Source: UNAIDS/UNICEF 2000, The Progress of Nations 2000

Female /Male

"The impact of HIV/AIDS is crushing the attempts of countries all over the world to put human development and the rights of women and children first."

State of the World’s Children 2002, UNICEF

“The education sector must be seen, and must see itself, as

a central player in this global priority.”

HIV/AIDS, School and Education: Global Strategy Framework

The focus

May also be relevant to other educational settings (pre-school, tertiary, vocational, non-formal settings)

Children and young people at or near school age, in primary and secondary school settings

Risk

Reduction

Vulnerability

Reduction

Impact

Reduction

Objectives

Simultaneously address 3 basic and inter-related dynamics of the epidemic …

… for an “expanded response” to HIV/AIDS

Key actions within each objective

Leadership

Strategic areas

Situational analysis

Advocacy

Participatory planning

Mobilising resources

Partnerships

Research, monitoring & evaluation

The Strategy Framework recommends actions within each area

Contributing Agencies

• UNAIDS • UNDCP • UNDP • UNESCO • UNFPA • UNICEF • UNIFEM • WHO • World Bank

• International Federation of Medical Students • Partnership for Child Development • Save the Children Fund, UK • USAID • Johns Hopkins University • Aga Khan Foundation • ADEA • CDC, USA • CIDA • Commonwealth Youth Program • DFID • Education Development Center • Education International

The Inter-Agency Working Group on HIV/AIDS, Schools and Education:

Partner Organisations:

PRINCIPLES OF HEALTH PROMOTION

• Health promotion is defined as the actions taken to develop a high level of wellness and is accomplished by influencing individual behavior and the environment in which people live.

Levels of Prevention

• Disease prevention is aimed at avoidance of problems or minimizing problems once they occur. – Primary prevention is the total prevention of a

condition. – Secondary prevention is the early recognition of

a condition and the measures taken to speed recovery.

– Tertiary prevention is the care given to minimize the effects of the condition and prevent long-term complications.

• Preventive care should involve assessment for people at risk for specific disorders.

Nursing Role in Health Promotion

• Nurses have played key roles in prevention in such areas as prenatal care, immunization programs, occupational health and safety, cardiac rehabilitation and education, and public health care and early intervention.

• Nurses in all settings can meet health promotion needs of patients, whether their practice is in a hospital, clinic, patient's home, health maintenance organization, private office, or community setting.

• Health promotion is primarily accomplished through patient education, an independent function of nursing.

• Health promotion should occur through the life cycle, with topics focused on infancy, childhood, adolescence, adulthood, and older adults

THEORIES OF BEHAVIOR CHANGE

• Lifestyle changes that promote wellness and reduce or prevent illness are often difficult to accomplish.

• Education and support by nurses are key, but lifestyle changes are ultimately up to the patient. Nurses should understand the concepts and processes related to behavior change in order to help direct interventions for successful outcomes at individual patients or groups.

Health Belief Model

The health belief model identifies perceptions that influence an individual's behavior. Nurses can inquire about a patient's perceptions in three areas in order to individualize education and interventions.

• The first perception is susceptibility to and seriousness of disease or threat of illness. This most directly influences whether a person will take action.

• The perceived benefit of taking action also affects behavior change.

• Any perceived barriers to change may prevent or impede action.

PATIENT TEACHING AND HEALTH EDUCATION

• Health education is included in the American Nurses Association Standards of Care and is defined as an essential component of nursing care. It is directed toward promotion, maintenance, and restoration of health and toward adaptation to the residual effects of illness.

Learning Readiness • Assist the patient in physical readiness to learn by trying to alleviate

physical distress that may distract the patient's attention and prevent effective learning.

• Assess and promote the patient's emotional readiness to learn. – Motivation to learn depends on acceptance of the illness or that

illness is a threat, recognition of the need to learn, values related to social and cultural background, and a therapeutic regimen compatible with the patient's lifestyle.

– Promote motivation to learn by creating a warm, accepting, positive atmosphere; encouraging the patient to participate in the establishment of acceptable, realistic, and attainable learning goals; and providing constructive feedback about progress.

• Assess and promote the patient's experiential readiness to learn. – Determine what experiences the patient has had with health and

illness, what success or failure the patient has had with learning, and what basic knowledge the patient has on related topics.

– Provide the patient with prerequisite knowledge necessary to begin the learning process.

Teaching Strategies • Patient education can occur at any time and in any setting; however, you must

consider how conducive the environment is to learning, how much time you are able to schedule, and what other family members can attend the teaching session.

• Use a variety of techniques that are appropriate to meet the needs of each individual. – Lecture or explanation should include discussion or a question and answer session. – Group discussion is effective for individuals with similar needs; participants commonly gain

support, assistance, and encouragement from other members. – Demonstration and practice should be used when skills need to be learned; ample time should

be allowed for practice and return demonstration. – Teaching aids include books, pamphlets, pictures, slides, videos, tapes, and models and should be

supplemental to verbal teaching. These can be obtained from government agencies, such as the Department of Health and Human Services, the Centers for Disease Control and Prevention, and the National Institutes of Health; not-for-profit groups such as the American Heart Association or the March of Dimes; various Internet health websites, or pharmaceutical and insurance companies.

– Reinforcement and follow-up sessions offer time for evaluation and additional teaching if necessary and can greatly increase the effectiveness of teaching.

• Document patient teaching, including what was taught and how the patient responded; use standardized patient teaching checklists if available.

SELECTED AREAS OF HEALTH PROMOTION

• Disease

• Life Style:

Nutrition and Diet

Smoking Prevention and Cessation

Exercise and Fitness

Relaxation and Stress Management

Sexual Health

etc

START with yourself

Thank You

The great aim of education is not knowledge but action.

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